Writing a Position Paper on Hamilton: Structure and Techniques, Study Guides, Projects, Research of English Philology

Download Writing a Position Paper on Hamilton: Structure and Techniques and more Study Guides, Projects, Research English Philology in PDF only on Docsity! DRAFTING A POSITION PAPER Honors English 12 WHAT IS MY PAPER GOING TO LOOK LIKE? 3-4 pages for Honors; 2-3 pages for CP Introduction paragraph = hook + thesis A series of CLEW paragraphs that elaborate and support your claim A persuasive conclusion that reminds us why this topic and its connection to Hamilton matters INTRODUCTION: CLARITY AND FLOW Make sure you create a bridge from your hook into the rest of your paragraph. The hook should not feel tacked on to the paragraph. In the example below, the phrase “loyal friend” serves as a link between the hook and the topic of books and reading. Ernest Hemingway claimed, “There is no friend as loyal as a book.” This loyal friend serves the average student beyond entertainment and companionship. Compare. In this example, you might say, what does loyalty have to do with key skills? Why use this quotation? Ernest Hemingway claim, “There is no friend as loyal as a book.” Reading is a key skill that students need to support their education and their career. INTRODUCTION: 1ST PERSON PRONOUNS Often we avoid using “I” or “we” in academic writing. Because this is your position based on your experience as a listener, you are permitted to use these pronouns. This choice is not always appropriate, but more and more literary writing is leaving behind the cool, impersonal tone of traditional academia. Many of the historians’ articles we read use 1st person pronouns and create an inviting, inclusive read this way. Here’s the catch: Do not overuse “I.” No “I believe” or “I think” or “in my opinion.” When you write it, we know it’s your belief, thought, or opinion! Only use “I” or “we” when you are narrating about your experience with Hamilton. No “I” in the thesis statement. Absolutely no “you” in the paper. BODY PARAGRAPHS The body of your paper should consist of a series of points that you will make to defend your position. The paragraphs should use a CLEW structure. Your CLAIM. Female characters initially seem independent and assertive. EVIDENCE in the form of references to the songs and articles. Quoted and paraphrased references to the song “The Schuyler Sisters” WARRANT that explains how these references support your claim. Talking about independence and going into NYC and being a part of this active world of work, defying dad, etc., paints this picture of assertive women. A closing sentence that helps to clinch the point. These characters seem as much a part of the revolutionary world as their male counterparts. CONCLUSION Your conclusion should remind the reader of your thesis as well as expand and establish the place of your argument. Restate your thesis in brief, fresh language. Tell us a little about why we should care. What does it mean to us that this “revolutionary” musical IS or IS NOT revolutionary? Are our ideas changing? Or are we fooling ourselves with glamour and style? Your conclusion is your final chance to persuade your audience. Focus on eloquence and ideas here. Make us HEAR you! TITLE Your title is the first chance to engage and influence the reader. Try to make it special! A play on words connected to the musical A quotation from a song A provocative word choice Alliteration Example: Eliza, Angelica, and Maria: Angels and Temptresses Race and Rebellion in Hamilton BALANCING APPEALS MORE RHETORICAL & FIGURATIVE DEVICES • Word choice: elevated/formal language, loaded/emotive language, rhetorical question, verbal irony, imagery • Sound devices: alliteration, consonance/assonance, repetition, parallelism, rule of 3 • Figurative comparisons: metaphor, simile, personification, hyperbole • Examples: anecdote, analogy, quotations from credible sources BIASED, UNETHICAL CLAIMS AND LANGUAGE This is persuasion gone wrong! Avoid using claims and language built on the following unethical choices. • Biased language • Sexist language • Attacking the opposition (rather than addressing or critiquing) • Inclusive and exclusive language (us v. them) Read through the following slides to practice distinguishing legitimate claims built on unbiased, ethical language, BIASED, UNETHICAL CLAIMS AND LANGUAGE Which is the legitimate claim? Which is the unethical generalization? Responsible parents protect their children from CTE, a serious brain condition, by refusing to enroll them in contact sports. Children fourteen and younger should not play contact sports because of the risk of developing CTE. BIASED, UNETHICAL CLAIMS AND LANGUAGE Which is the legitimate claim? Which is the unethical generalization? Most objections to the medical use of marijuana stem from misinformation and misrepresentation of the drug’s influence. Conservatives and older people tend to see marijuana as a dangerous recreational drug instead of tool for managing the pain and symptoms of serious illnesses. .